Sentences with phrase «for racial subgroups»

I looked at results for racial subgroups such as African Americans and Latinos, not only for the socio - economically disadvantaged umbrella group.

Until this year, the rating system in Texas specified separate targets for racial subgroups that accounted for more than 10 percent of the student body (and more than 30 students).

Furthermore, both bills would have compounded the error by requiring annual increases in test scores for every racial subgroup in a school.

Although that rate, around 82 percent, has risen, and dropout rates have fallen for every racial subgroup, there are still around 750,000 students leaving school every year with «basically no chance of being successful,» he said.

Not exact matches

Thus, targeted breastfeeding interventions are needed for ethnic subgroups whose breastfeeding outcomes fall below the national rates for their ethnic / racial group.

The large size and diverse racial / ethnic makeup of the Breast Cancer Family Registry allowed the researchers to evaluate mortality risk across different subtypes of breast cancer and subgroups of patients, and adjust for confounding factors.

By the latter, Price laid out his intention to compare isolated and modernized subgroups of various «racial stocks» to control for confounders such as heredity, culture, climate, altitude, and latitude, and hoped to include disease - free populations that could be compared to populations ravaged by disease.

[12] The guidance does not explicitly prohibit aggregation of data across racial and ethnic subgroups in cases in which data for those disaggregated categories would be impossible to report due to sample sizes falling below the state's specified n - size.

Advocates seeking transparency for individual racial / ethnic subgroups of students have been vocal in their opposition to the «super subgroup» approach.

Most disaggregated: This column uses the n - size for each grade level, racial / ethnic subgroup, and school year, with no further aggregation.

[11] The same document prohibits states from combining «major racial and ethnic subgroups... into a... «super-subgroup,» as a substitute for considering student data in each of the major racial and ethnic groups separately (emphasis added).»

Pooling data across years and grades will include most students in accountability systems, but for lower enrollment populations, pooling across racial / ethnic groups may provide an opportunity to include students in accountability systems in cases where subgroup size is otherwise too small.

For smaller American Indian / Alaskan Native and Hawaiian Native / Pacific Islander subgroups, the majority of students in the subgroup remain uncovered if only students in that subgroup are pooled: the «super subgroup» strategy of aggregating across racial / ethnic groups is the only way to account for most students in these groups, although their data are not identifiable at the subgroup levFor smaller American Indian / Alaskan Native and Hawaiian Native / Pacific Islander subgroups, the majority of students in the subgroup remain uncovered if only students in that subgroup are pooled: the «super subgroup» strategy of aggregating across racial / ethnic groups is the only way to account for most students in these groups, although their data are not identifiable at the subgroup levfor most students in these groups, although their data are not identifiable at the subgroup level.

And they must report the results, for both the student population as a whole and for particular «subgroups» of students, including English - learners and students in special education, racial minorities, and children from low - income families.

Two - year data averaging: using two school years» worth of data on the racial / ethnic subgroup for that grade level, so drawing on two cohorts of students.

Figure 4 shows that as recently as 2004, for - profit institutions accounted for no more than 7 percent of enrollment among any racial subgroup.

NCLB holds schools accountable for performance of subgroups — major racial and ethnic groups, students with disabilities, and English - language learners.

He found no detectable benefit from mandated class size reduction — either for students in general or for any student subgroup, racial, ethnic, or level of disadvantage.

Moreover, the reason for a school's failure to win an award was often not that African - American and Latino students were lagging behind, but that white non-Hispanic students experienced slower growth in achievement: the average school with multiple racial subgroups witnessed larger gains for African - American and Latino students than for white students.

One of the key reasons for a possible disconnect is the law's requirement that not only the entire school but also racial, ethnic, economic, and other subgroups within the school make adequate yearly progress.

In addition, we control for determinants of student achievement that may change over time, such as a teacher's experience level, as well as for student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the same grade.

Progress is to be measured both for all students and for students disaggregated into various subgroups, including disadvantaged students, those with limited English proficiency, students with disabilities, and those from racial or ethnic minority populations.

Our call for more studies on racial / ethnic subgroup disparities echoes a recommendation published 15 years ago by the AAP Task Force on Minority Children's Access to Pediatric Care that more attention be paid to the heterogeneity of API populations.24

States set annual district and school targets for grade - level achievement, high school graduation, and closing achievement gaps, for all students, including accelerated progress for subgroups (each major racial and ethnic group, students with disabilities, English language learners, and students from low - income families), and rate schools and districts on how well they meet the targets.

The federal government is permitting many schools to escape accountability for the progress of racial or ethnic subgroups under the No Child Left Behind Act, according to a computer analysis released by the Associated Press last week.

For a school or district to make adequate yearly progress, both the overall student population and each subgroup of students — major racial and ethnic groups, children from low - income families, students with disabilities, and students with limited proficiency in English — must meet or exceed the target set by the state.

It goes something like this: Step away from federal heavy - handedness around states» accountability and teacher credentialing systems; keep plenty of transparency of results in place, especially test scores disaggregated by racial and other subgroups; offer incentives for embracing promising reforms instead of mandates; and give school districts a lot more flexibility to move their federal dollars around as they see fit.

This shift in focus creates a problem for certain subgroups, such as students with limited English proficiency or students from racial or ethnic backgrounds, because these individuals are frequently the ones on the lower grid of the achievement gap.

As for results, Wexford students across all major racial and income subgroup categories have seen strong academic gains; they now outperform their peers statewide in reading and mathematics assessments.84

The Arizona Republic recently «Fact Checked» a statement from Arizona Charter Schools Association President and CEO Eileen Sigmund and found that it's true: Arizona's public charter school students from all racial and ethnic groups outperformed the state average for their subgroup on 2017 AzMERIT.

NCLB has been widely praised for its requirement that states and schools break down their test results by subgroups — across racial, socioeconomic and other lines — to highlight achievement gaps.

Kopperud points out that the new law requires chronic absenteeism rates to be disaggregated by all the significant subgroups, including racial and ethnic subgroups as well as subgroups for homeless students and foster youth.

No, it won't walk away from holding schools accountable for subgroups of students that weren't supposed to be left behind: racial and ethnic minorities, economically disadvantaged students, special - needs students and English learners.

In this section, each school district must list its annual goals for all students as well as for specific subgroups of students (including racial / ethnic subgroups, the three target subgroups — English learners, low income students, and foster youth — and students with disabilities).

States would still have to test students in reading and math in grades 3 through 8 and once in high school, and break out the data for whole schools, plus different «subgroups» of students (English - learners, students in special education, racial minorities, those in poverty).

The waivers may allow for the possibility of states targeting gender for subgroup accountability (and thus, addressing the crisis of low educational attainment among young men of all socioeconomic and racial backgrounds) on their own.

As an accountability measure, schools should undertake regular audits of course enrollments that analyze disparities in enrollment numbers among racial subgroups and that critically examine the criteria being used by teachers and counselors to determine student readiness for advanced coursework.

The No Child Left Behind Act is a much - maligned decade - old federal education law that called for regular standardized tests, disaggregation of testing data by racial subgroup, and increasing sanctions for states that fail to meet proficiency standards leading up to a requirement of about 100 percent proficiency by 2014.

Authorizers must also place increases in student achievement for all subgroups as the most important factor when determining whether to renew or revoke a school's charter - including the progress of economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency.

By allowing states to ditch racial, ethnic, and economic subgroup categories and replace them with a super-subgroup subterfuge that commingles poor and minority students into one, the administration is making it difficult for families, especially black, Latino, and Asian families who are joining the middle class for the first time and moving into suburbia — to get the information they need to make smart decisions for their kids, and impede them from helping to advance systemic reform.

The odds of having comorbid disorders are higher than expected by chance for most racial / ethnic subgroups, except when base rates of disorders were already high or when cell sizes were small.

To ensure that the study included a sizable proportion of racial / ethnic minorities and low - income respondents for more accurate subgroup analyses, there was also an oversampling of US telephone exchanges that had a population of 70 % or more of African American, Hispanic, or low - income households.